아동의 사회적 효능감과 학습조건이 구성적 개념학습에 미치는 상호작용효과

The Interaction of Children s Social Self-efficacy and Learning Condition on the Constructive Conceptualization : Focused on Elementary Science Classroom

이 연구는 초등학교 아동의 개념학습에서 구성주의에 기초한 접근방법의 효과성을 규명하고, 다양한 학습조건에서 구성적 개념학습의 효과성이 아동의 사회적 효능감 수준에 따라 어떻게 다르게 나타나는지를 검증하고자 수행 되었다. 연구대상은 제주도 시지역의 초등학교 3개반 99명의 학생으로 실험집단은 각각 개별조건과 협동학습 조건에서 구성적 개념학습에 참여하였으며 통제집단은 직접교수법에 의존하는 학습활동에 참여하였다. 연구 결과는 다음과 같다. 첫째, 이 연구는 구성적 학습집단이 전통적 학습집단보다 학업성취도가 높다는 것을 부분적으로 지지하였다. 둘째, 개념학습의 협동학습 조건이 높은 개념학습 성취를 보이는 것과 더불어 아동들의 학습 동기를 높일 수 있음을 확인할 수 있었다. 셋째, 아동의 사회적 효능감과 학습조건이 학업성취에 미치는 상호작용 효과를 증명하였다. 본 연구의 결과는 초등학교 현장에서 아동들이 개념획득 과제를 학습함에 있어서 교사가 협동학습 조건의 구성적 접근방법으로 안내해야 함을 시사하고 있다. 더 나아가 사회적 효능감이 높은 학생들이 협동학습 조건에서 더 활발히 참여하므로 아동들의 높은 학업성취를 위해서는 학교에서 사회적 효능감을 높일 수 있는 다양한 프로그램을 개발하고 실시해야함을 시사한다.

The purpose of this study is to explore the interaction of children s social self-efficacy and learning condition on the constructive conceptualization The hypotheses are as follows. 1. There would be significant difference between traditional conceptualization and constructive conceptualization 2. There would be significant difference between difference children s social self-efficacy and learning condition on the constructive conceptualization. In order to verify these hypotheses, the subjects for this study consisted three classes of 6th grades N elementary school in jeju city. In three classes, two classes were assigned to experimental groups and the remainder was assigned to control group. In experimental groups subjects participated either individually or cooperatively in the learning activity. Thirty-three students were participated in learning individually, thirty-two students were participated in learning cooperatively, and thirty-four students were participated in traditional learning. Three groups studied the same content that had been designed to learn about the classification of animals drawn from science text. Experimental group s subjects had taken lessons on constructive conceptualization . The instrument used in this study were the unit-focused model which was made by Song, Jae-hong(2000, 20001). The control group s subjects had taken lessons on traditional conceptualization. The experimental period was 5 class hours. To testify the effectiveness of this experiment, the result of hypotheses 1 s data analysis by one-way ANOVA and t-test. The result of hypotheses 2 s data analysis by two-way ANCOVA. The findings of study were as follows. 1. Compared with traditional approach, the cooperatively constructive approach to the concept learning had more positive effects. But there was no significant difference between individual learning group and traditional group. 2. The interaction of children s social self-efficacy and learning condition on the constructive conceptualization show significant difference. That is, high social self-efficacy students benefits from cooperative learning on the constructive conceptualization.